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ERIC Number: EJ1052709
Record Type: Journal
Publication Date: 2015-Mar
Pages: 21
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1053-0819
Increasing Math Milieu Teaching by Varying Levels of Consultation Support: An Example of Analyzing Intervention Strength
Marsicano, Richard T.; Morrison, Julie Q.; Moomaw, Sally C.; Fite, Nathan M.; Kluesener, Courtney M.
Journal of Behavioral Education, v24 n1 p112-132 Mar 2015
The current study used a single-case design to examine two performance feedback conditions varying in intensity on the frequency of naturalistic math instruction in preschool classrooms during non-instructional times (transition, lunch, free play). Three Head Start teachers received professional development that combined information on four math-oriented milieu teaching strategies (incidental teaching, time delay, mand model, and model), milieu teaching scripts, and goal setting. Teachers then received a feedback package of relatively higher intensity associated with a performance criterion followed by lower-intensity, continued support feedback package. Teachers increased the use of math-oriented milieu teaching strategies and positive attention across intervention conditions. In addition, two of the three teachers evidenced generalization of milieu teaching strategies across contexts and content areas. Results are discussed in terms of conceptualizations of intervention intensity and implications for practice, limitations, and future directions.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A